Getting an ensemble to phrase where we tell them to is pretty simple. But getting them to really understand the concept of phrasing can be challenging. For them to truly make that concept their own, they need to understand the why of phrasing as much as the where and how of doing so. My favorite way is to put these two pairs of sentences on the board and have the students read them silently, then aloud. “Let’s eat Grandpa!” versus “Let’s eat, Grandpa!” And “I like cooking my family and my car.” versus “I like cooking, my family, and my car.” After the uproarious laughter this causes, have them play a unison passage from a piece or exercise, putting phrases in various places to provide different “meanings.” In the future, hopefully, every time they need to decide about where – or where not – to breathe, they will think of Grandpa!
Peter Loel Boonshaft, Director of Education
KHS America
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